<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1132-1296</journal-id>
<journal-title><![CDATA[Index de Enfermería]]></journal-title>
<abbrev-journal-title><![CDATA[Index Enferm]]></abbrev-journal-title>
<issn>1132-1296</issn>
<publisher>
<publisher-name><![CDATA[Fundación Index]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1132-12962025000200018</article-id>
<article-id pub-id-type="doi">10.58807/indexenferm20257485</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[&#8220;Estudiantes unidas por la equidad en salud&#8221;: Experiencia de Innovación docente para un aprendizaje transformador en Enfermería]]></article-title>
<article-title xml:lang="en"><![CDATA[&#8220;Students united for health equity&#8221;: A teaching innovation experience for transformative learn-ing in nursing]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González López]]></surname>
<given-names><![CDATA[Claudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Vigo Escuela de Enfermería de Pontevedra ]]></institution>
<addr-line><![CDATA[Pontevedra ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>34</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S1132-12962025000200018&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S1132-12962025000200018&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S1132-12962025000200018&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo: Divulgar una experiencia innovadora en el aula orientada a promover valores de respeto a la vida y la dignidad humana, integrando derechos humanos (DDHH), Objetivos de Desarrollo Sostenible (ODS) y principios como la libertad, justicia, solidaridad y tolerancia.  Métodos: Se aplicó el método Jigsaw de Aronson en un proyecto de aprendizaje colaborativo. Los estudiantes trabajaron en equipos sobre temas de vulnerabilidad social en salud, relacionando sus argumentos con intervenciones de enfermería, ODS y DDHH, y defendiendo sus conclusiones en una asamblea, con autoevaluación y evaluación grupal pública mediante rúbricas.  Resultados: Se desarrollaron 18 proyectos sobre cuidados de enfermería a grupos vulnerables como víctimas de trata, personas en situación de pobreza, refugiados y personas sin hogar.  Conclusión: Este proyecto pedagógico promueve una enfermería reflexiva y humanista, fortalece la relación docente-estudiante, motiva la creatividad al abordar problemas clínico-sanitarios y sociopolíticos, y fo-menta un cuidado más equitativo, sirviendo como modelo replicable para otros docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective: To disseminate an innovative classroom experience aimed at promoting values of respect for life and human dignity, integrating human rights (HR), the Sustainable Development Goals (SDGs), and principles such as freedom, justice, solidarity, and tolerance.  Methods: The Jigsaw method by Aronson was applied in a collaborative learning project. Students worked in teams on topics related to social vulnerability in health, connecting their arguments with nursing interventions, SDGs, and HR, and defending their conclusions in an assembly, with self-assessment and public group evaluation using rubrics.  Results: Eighteen projects were developed on nursing care for vulnerable groups such as trafficking victims, people in poverty, refugees, and the homeless.  Conclusion: This pedagogical project promotes reflective and humanistic nursing, strengthens the teacher-student relationship, encourages creativity in addressing clinical, health, and sociopolitical issues, and fosters more equitable care, serving as a replicable model for other educators.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Equidad en Salud]]></kwd>
<kwd lng="es"><![CDATA[Difusión de Innovaciones]]></kwd>
<kwd lng="es"><![CDATA[Educación en Enfermería]]></kwd>
<kwd lng="es"><![CDATA[Objetivos de Desarrollo Sostenible]]></kwd>
<kwd lng="es"><![CDATA[Derechos Humanos]]></kwd>
<kwd lng="en"><![CDATA[Health Equity]]></kwd>
<kwd lng="en"><![CDATA[Diffusion of innovation]]></kwd>
<kwd lng="en"><![CDATA[Nursing education]]></kwd>
<kwd lng="en"><![CDATA[Sustainable Development Goals]]></kwd>
<kwd lng="en"><![CDATA[Human Rights]]></kwd>
</kwd-group>
</article-meta>
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